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All Journal Klasikal: Journal of Education, Language Teaching and Science Journal of English Language and Education Tamaddun
Muflihun Muflihun
Universitas Muhammadiyah Kendari
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A SYSTEMATIC LITERATURE REVIEW OF USING SONGS TECHNIQUE IN TEACHING EFL TERTIARY STUDENTS Ete Rahmatia; Maulina Maulina; Muflihun Muflihun; Julianti Julianti
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1542

Abstract

This study analyzed content of 30 included previous published research articles from 2020 to 2024 focusing on how using songs can help improve EFL students’ pronunciation in tertiary education. Using different online tools like WhatsApp, Google Classroom, YouTube, Spotify, Joox, and TikTok to teach pronunciation through English songs, the results show that using songs in class played through those platforms helps EFL students improve important parts of pronunciation, such as sounds, stress, tone, rhythm, and how words connect when they speak. Besides, songs also help students copy native speakers, listen better, stay motivated, and feel less nervous when speaking. Among the tools studied, Spotify was used the most and worked best because it has features like matching lyrics and lets students learn on their own. This research gives teachers and language experts ideas on how to use songs and digital tools to make pronunciation lessons more effective for English learners.
Self-Regulated Learning Strategies for Enhancing Speaking Proficiency: A Case Study of English Education Students Sri Sukma; Syarif Amin; Muflihun Muflihun
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2621

Abstract

Speaking proficiency is one of the most challenging skills for EFL students because it requires continuous practice and the ability to overcome linguistic and affective difficulties such as limited vocabulary, grammatical errors, pronunciation problems, and low confidence. Therefore, self-regulated learning plays an important role in helping students independently manage and improve their speaking development. However, limited studies have examined the use of self-regulated learning strategies as a continuous process across different phases of speaking development. This study aimed to identify the types of self-regulated learning strategies used by English Education students and explore how these strategies were independently applied in speaking development. This study used a qualitative case study design involving six sixth-semester students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students developed their speaking proficiency through the phases of forethought, performance, and self-reflection by applying cognitive, metacognitive, motivational, social, and affective strategies. These strategies supported pronunciation, vocabulary, grammar, and fluency development through planning, speaking practice, monitoring, self-evaluation, peer feedback, and digital learning tools. The study concludes that self-regulated learning supports continuous speaking development in EFL contexts.
Exploring The Teacher’s Roles and Practice in Promoting Students’ Engagement: A Focus on Non-English Major Students Ratih Pertiwi; Titin Rahmiatin Rahim; Muflihun Muflihun
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.768

Abstract

This study explores the roles and practices of an English for Specific Purposes (ESP) teacher in fostering student engagement among non-English major students in higher education. Employing a qualitative descriptive approach, data were collected through questionnaires and semi-structured interviews with a teacher at Muhammadiyah University of Kendari. The findings reveal that the teacher’s effectiveness stems from a combination of pedagogical, social, and professional competencies. Strategies employed to enhance engagement include creating a warm and inclusive classroom environment, tailoring teaching methods to accommodate diverse student proficiency levels, and implementing effective time management practices. These approaches significantly improved students’ confidence, participation, and language acquisition outcomes. The study also identified challenges such as limited course duration, which restricts long-term assessment, and occasional student reluctance in group activities. To address these challenges, the teacher relied on adaptive strategies and emphasized the importance of professional development programs, such as the Inter-disciplinary Teacher Collaboration (ITC) program, which provided new insights into effective ESP instruction. The study sheds light on the importance of collaborative learning, scaffolding techniques, and tailored instruction in meeting the specific linguistic and professional needs of ESP students. This research contributes to the understanding of ESP pedagogy by offering practical and theoretical insights into effective teaching practices. It highlights the critical role of teacher agency in shaping engagement and learning outcomes. The findings provide a foundation for improving ESP instruction and call for future research to explore longitudinal impacts, comparative studies, and the integration of technology in ESP classrooms.
Co-Authors Ete Rahmatia Julianti Julianti Maulina, Maulina Rahmiatin, Titin Ratih Pertiwi Sri Sukma Syarif Amin